University of Extremadura
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Digitalization of Activities of Daily Living and Its Influence on Social Participation for Community-Dwelling Older Adults: A Scoping Review.
No full textEveryday technology (ET) has been defined as the broad set of devices and artefacts that are currently present in people’s lives both inside and outside of the home. A subgroup within ET is known as everyday information and communication technologies (EICTs). The main characteristic of these technologies is that they can facilitate or disrupt the engagement of individuals in their daily activities. This scoping review aims to identify what is known about how ET can function as facilitators or barriers to occupations, such as the social participation of older adults. The proposed scoping review was conducted in accordance with the Joanna Briggs Institute (JBI) methodology for scoping reviews. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Review (PRISMA-ScR) guidelines and checklist. The scoping review was conducted across five online databases (PubMed, Scopus, Web of Science, MEDLINE and PsycoINFO [EBSCO]) to identify published, peer-reviewed records. Studies were screened by two independent reviewers against the inclusion criteria. This review considered studies concerning the use of ET or EICTs in community-dwelling adults aged over 60 years, with or without cognitive impairment or dementia. All of the articles were in English, and reviews were not included. Eleven papers were selected and showed that despite the increasing demand for technologies of daily life
and the digitalization of society and processes, according to our research, few studies addressed the limitations in the social participation of older adults. In conclusion, ET can provide a way to promote and maintain the personal autonomy for older adults in community dwellings. However, cognitive impairment hinders the use of electronic technologies and increases perceived problems.This research and the APC were funded IV Beca Dra. Silvia Sanz Victoria under Grant
Number 2022.peerReviewe
Exploring teachers’ inclusive beliefs: a review of studies
No full textLas actitudes de los profesores universitarios hacia los estudiantes con discapacidad pueden influir en su proceso de desarrollo y socialización. Las actitudes negativas pueden representar barreras mentales que dificultan la participación de estos estudiantes. Incluso cuando los profesores aceptan principios inclusivos, no siempre se traducen en prácticas inclusivas. En orden a todo ello, en este trabajo se plantea una revisión sistemática de los trabajos realizado en los dos últimos años, con relación a las actitudes del profesorado universitario hacia los estudiantes con discapacidad. Se diseña una exploración sistemática, utilizándose las siguientes bases de datos: EBSCO, WEB OF SCIENCIE, PROQUEST, SCOPUS ERIC, MEDLINE, PsycARTICLES, PsychINFO y SocINDEX. Dada la cantidad de artículos que se han podido recoger (más de 200), se ha escogido utilizar los publicados en los dos últimos años, así, forman parte de esta revisión un total de 10. Los resultados indican la obligación de continuar con la ejecución de proyectos de trabajo dirigidos a la transformación de actitudes y creencias hacia las personas con discapacidad, a la formación del profesorado en la calidad del trabajo a realizar con estas y a la promoción de apoyos y recursos institucionales que ayuden en el esfuerzo que supone el trabajo con esta tipología de estudiantes.Attitudes of university professors towards students with disabilities can influence their process of development and socialization. Negative attitudes can represent mental barriers that hinder the participation of these students. Even when professors accept inclusive principles, they do not always translate into inclusive practices. Therefore, this paper presents a systematic review of research conducted in the last two years regarding the attitudes of university professors towards students with disabilities. A systematic exploration is designed, using the following databases: EBSCO, WEB OF SCIENCE, PROQUEST, SCOPUS, ERIC, MEDLINE, PsycARTICLES, PsychINFO, and SocINDEX. Given the amount of articles collected (more than 200), those published in the last two years have been chosen for this review, totaling 10. The results indicate the need to continue implementing projects aimed at transforming attitudes and beliefs towards people with disabilities, training teachers in the quality of work to be done with them, and promoting institutional supports and resources that aid in the effort involved in working with this type of students.peerReviewe
The state of health in the European Union (EU‑27) in 2019: a systematic analysis for the Global Burden of Disease study 2019
No full textBackground: The European Union (EU) faces many health-related challenges. Burden of diseases information and the resulting trends over time are essential for health planning. This paper reports estimates of disease burden in the EU and individual 27 EU countries in 2019, and compares them with those in 2010.
Methods: We used the Global Burden of Disease 2019 study estimates and 95% uncertainty intervals for the whole EU and each country to evaluate age-standardised death, years of life lost (YLLs), years lived with disability (YLDs) and disability-adjusted life years (DALYs) rates for Level 2 causes, as well as life expectancy and healthy life expectancy (HALE).
Results: In 2019, the age-standardised death and DALY rates in the EU were 465.8 deaths and 20,251.0 DALYs per 100,000 inhabitants, respectively. Between 2010 and 2019, there were significant decreases in age-standardised death and YLL rates across EU countries. However, YLD rates remained mainly unchanged. The largest decreases in age-standardised DALY rates were observed for “HIV/AIDS and sexually transmitted diseases” and “transport injuries” (each -19%). “Diabetes and kidney diseases” showed a significant increase for age-standardised DALY rates across the EU (3.5%). In addition, “mental disorders” showed an increasing age-standardised YLL rate (14.5%).
Conclusions: There was a clear trend towards improvement in the overall health status of the EU but with differences between countries. EU health policymakers need to address the burden of diseases, paying specific attention to causes such as mental disorders. There are many opportunities for mutual learning among otherwise similar countries with different patterns of disease.T W Bärnighausen was supported by the Alexander von Humboldt Foundation through the Alexander von Humboldt Professor award, funded by the German Federal Ministry of Education and Research. L Belo acknowledges the support from FCT in the scope of the project UIDP/04378/2020 and UIDB/04378/2020 of UCIBIO and the project LA/P/0140/2020 of i4HB. D A Bennett is supported by the UK Medical Research Council Population Health Research Unit at the University of Oxford. M Carvalho acknowledges the support from FCT in the scope of the project UIDP/04378/2020 and UIDB/04378/2020 of UCIBIO and the project LA/P/0140/2020 of i4HB. A L Catapano is supported in part by the Ministero della Salute ricerca corrente. J S Chandan acknowledges the National Institute of Health Research. J Conde would like to acknowledge the European Research Council Starting Grant (ERC-StG-2019–848325). D Dias da Silva acknowledges the projects UIDP/04378/2022 and UIDB/04378/2022 of the Research Unit on Applied Molecular Biosciences UCIBIO; the project LA/P/ 0140/2022 of the Associate Laboratory Institute for Health and Bioeconomy i4HB; and IINFACTS-Institute of Research and Advanced Training in Health Sciences and Technologies (project PsiloPharm) and TOXRUN Toxicology Research Unit, University Institute of Health Sciences, IUCS-CESPU, Portugal. A Douiri acknowledges support by King’s Health Partners/Guy’s and St Thomas Charity “MLTC Challenge Fund” (grant number EIC180702) and the NIHR Applied Research Collaboration (ARC) South London at King’s College Hospital NHS Foundation Trust. The views expressed are those of the authors and not necessarily those of the NIHR or the Department of Health and Social Care. J C Fernandes acknowledges support from Fundação para a Ciência e Tecnologia (FCT) with funding for UID/Multi/50016/2019. G Gazzard acknowledges support from NIHR Biomedical Research Centre at Moorfields Eye Hospital NHS Foundation Trust, London, UK and Institute of Ophthalmology, University College London, UK. P S Gill acknowledges being NIHR senior investigator for the NIHR Department of Health and Social Care. The views expressed are those of the author(s) and not necessarily those of the NHS, the NIHR or the Department of Health and Social Care. J C Glasbey is supported by a UK National Institute of Health Research Doctoral Research Fellowship (NIHR300175). S Hussain was supported from Operational Programme Research, Development and Education “Project, Postdoc2MUNI” (No.CZ.02.2.69/0.0/0.0/18_053/0016952). M AB Khan acknowledges support as recipient of research grants G00003634- CMHS “NP-22–20 80, 000 AED (2021), G00003569 NP-21–13 80,000 AED, and 1976—SDG Research Program Grant 40,000 AED. B Lacey acknowledges support from UK Biobank, which is funded largely by the UK Medical Research Council and Wellcome. J A Loureiro was supported by National Funds through Fundação para a Ciência e Tecnologia (FCT) under the Scientific Employment Stimulus’ Institutional Call—[CEECINST/00049/2018]. S Lorkowski acknowledges institutional support from the Competence Cluster for Nutrition and Cardiovascular Health (nutriCARD) Halle-Jena-Leipzig (Germany; German Federal Ministry of Education and Research; grant agreement number 01EA1808A). A G Mathioudakis acknowledges support by the National Institute for Health and Care Research Manchester Biomedical Research Centre (NIHR Manchester BRC) and by an NIHR Clinical Lectureship in Respiratory Medicine. J J McGrath was supported by the Danish National Research Foundation (Niels Bohr Professorship) and is employed by The Queensland Centre for Mental Health Research, which receives core funding from the Queensland Health. S Mohammed reports fellowship grant from Alexander von Humboldt Foundation, outside the submitted work. L Monasta received support from the Italian Ministry of Health, through the contribution given to the Institute for Maternal and Child Health IRCCS Burlo Garofolo, Trieste, Italy (RC 34/2017). P Pedersini was supported and funded by the Italian Ministry of Health—Ricerca Corrente 2021. M Pinheiro thanks FCT for funding through program DL 57/2016 Norma transita. A Raggi acknowledges support by the Italian Ministry of Health (RRC). A Riad was supported by the project of the Ministry of Education, Youth and Sports of the Czech Republic (Systemic Risk Institute "SYRI": LX22NPO5101) and the projects of Masaryk University (MUNI/A/1402/2021 and MUNI/IGA/1104/2021). S T Skou is currently funded by a grant from Region Zealand (Exercise First) and two grants from the European Union’s Horizon 2020 Research and Innovation Program, one from the European Research Council (MOBILIZE, grant agreement No 801790) and the other under grant agreement No 945377 (ESCAPE). J B Soriano is supported by Centro de Investigacion Biomedica en Red de Enfermedades Respiratorias, Instituto de Salud Carlos III, Madrid, Spain. L Stockfelt was funded by the Swedish state under the agreement between the Swedish government and the country councils, the ALF-agreement. Johan Sundström acknowledges stock ownership in Anagram kommunikation AB and Symptoms Europe AB. R Tabares-Seisdedos is supported by the Spanish Ministry of Science and Innovation, Institute of Health Carlos III, CIBERSAM, INCLIVA (PID2021-129099OB-I00). M R Tovani-Palone acknowledges Saveetha Institute of Medical and Technical Sciences (SIMATS) for its support. J H Villafañe was supported and funded by the Italian Ministry of Health—Ricerca Corrente 2021. A Zumla acknowledges grant support from the Pan-African Network for Rapid Research, Response, Relief and Preparedness for Infectious Diseases Epidemics (PANDORA-ID-NET) ONE-HEALTH (Europe-Africa) consortium funded by the European and Developing Countries Clinical Trials Partnership, which is supported by Horizon 2020, the EU's Framework Programme for Research and Innovation.peerReviewe
Education, educational mismatch and occupational status: an analysis using PIAAC data
No full textOpen Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. This work was supported by the Junta de Extremadura and FEDER Found (Project GR1049) and by the Ministerio de Ciencia e Innovación (Project PID2020-118355RB-100).The aim of this paper is to estimate the efect of longer schooling on the probability of entering a high-skill job and analyse whether the size of this efect depends on the (mis)match between the education attained by workers and the education required by the jobs. We use PIAAC data to estimate a multinomial logit model that predicts the odds of working in each occupational category and then simulate how these probabilities change for workers who have completed one more year of education, broken down by whether or not this additional year matches the educational requirements of the job. Our results suggest that, as observed from wages estimated according to an ORU equation, better education is positively associated with better jobs but the increased probability of getting a high-skill job as a result of completing one more year of education is greater for required than for mismatched education. The results difer notably by gender, with women being the ones who beneft most from an increase in education, especially in the absence of educational mismatch. These trends are observed whatever the institutional context, but we also found noteworthy diferences by country.peerReviewe
Study oftheoptimizationofmicrofluidic devicesandtheirapplications
No full textPrograma de doctorado: Modelización y Experimentación en Ciencia y TecnologíaEsta tesis doctoral tiene como objetivo optimizar la fabricación de dispositivos microfluídicos mediante el control de tamaños, formas y resolución. El control preciso de la forma y la resolución en la fabricación de estos dispositivos microfluídicos permitirá el análisis y la mejora de las técnicas de producción de microchorros y micro-nanofibras/micropartículas, como la técnica de Flow Focusing, así como técnicas in vitro para estudiar el sistema microcirculatorio humano y sus componentes. Estas técnicas tienen importantes aplicaciones que van desde la Biomedicina hasta la Ingeniería Industrial. Esta tesis también aborda estas potenciales aplicaciones para la Salud y la Ingeniería.This doctoral thesis aims to optimize the manufacturing of microfluidic devices by controlling sizes, shapes, and resolution. The precise control of shape and resolution in the fabrication of theses microfluidic devices will enable the analysis and refinement of production techniques for microjets and micro-nanofibers/microparticles, such as the Flow Focusing technique, as well as in vitro techniques for studying the human microcirculatory system and its components. These techniques have significant applications ranging from Biomedicine to Industrial Engineering. This thesis will also address these potential applications for health and Engineering
Artificial intelligence to enhance creativity and educational innovation
No full textLa inteligencia artificial (IA) generativa ha emergido como una fuerza transformadora en la educación, ofreciendo nuevas posibilidades para la enseñanza y el aprendizaje. En este estudio, se exploran diversas aplicaciones de la IA generativa en el aula, destacando cómo estas tecnologías pueden mejorar la experiencia educativa y fomentar la creatividad y la innovación. Se examinan casos concretos de chatbots como ChatGPT y generadores de imágenes como DALL·E, evaluando tanto sus capacidades como sus limitaciones. A través de una revisión de experiencias documentadas en la literatura académica, se analiza cómo la IA puede modificar y enriquecer las metodologías de enseñanza-aprendizaje, promoviendo un aprendizaje más dinámico y adaptado a las necesidades del siglo XXI. El objetivo es proporcionar una visión comprensiva de la IA generativa no solo como una herramienta de apoyo, sino como un elemento transformador en la educación contemporánea.Generative artificial intelligence (AI) has emerged as a transformative force in education, offering new possibilities for teaching and learning. This study explores various applications of generative AI in the classroom, highlighting how these technologies can enhance the educational experience and foster creativity and innovation. Specific cases of chatbots like ChatGPT and image generators like DALL·E are examined, assessing both their capabilities and limitations. Through a review of documented experiences in academic literature, the study analyzes how AI can modify and enrich teaching and learning methodologies, promoting more dynamic and adaptable education for the 21st century. The aim is to provide a comprehensive view of generative AI not only as a supportive tool but as a transformative element in contemporary education.peerReviewe
The importance of psychomotor development in premature pupils
No full textLa psicomotricidad es una herramienta fundamental para el desarrollo integral en los alumnos con y sin discapacidad. El objetivo del presente trabajo es realizar una recopilación de los documentos relacionados con el análisis de la psicomotricidad en sujetos prematuros con la finalidad de conocer los procesos e instrumentos empleados para trabajar en el aula. Para ello, se emplearon las palabras clave: “Child education”, “Premature” y “Motor skills”, en la base de datos Web of Science (en adelante, WOS), hasta el mes de diciembre de 2022, puesto que no se identificaron documentos en el resto de base de datos. Para ajustar la búsqueda al objeto de estudio, se establecieron una serie de criterios de inclusión, obteniendo un total de trece manuscritos. Los documentos seleccionados fueron evaluados por expertos con la finalidad de determinar la calidad de los manuscritos. Siendo, necesario realizar un proceso de entrenamiento para que los expertos registraran todos por igual. Además, se realizó un análisis de fiabilidad intra-observador (p=0.94), e inter-observador (p=0.89). Los resultados mostraron que los documentos relacionados con el objeto de estudio son escasos, y la prematuridad de los bebés es una de las principales causas de dificultad en el proceso de Enseñanza-Aprendizaje, debido a la falta de desarrollo en las habilidades de lenguaje, lectura, escritura, o, incluso dificultades motoras. Por ello, es importante efectuar un seguimiento prematuro durante la etapa de Educación Infantil con la finalidad de reducir las dificultades en Educación Primaria.Psychomotricity is a fundamental tool for comprehensive development in students with and without disabilities. This study aimed to compile documents related to the analysis of psychomotricity in premature subjects to know the processes and instruments used to work in the classroom. For this, the keywords: "Child education", "Premature" and "Motor skills" were used in the Web of Science database (hereinafter, WOS), until December 2022, because in the rest of the databases, no document was identified. To adjust the search to the study object, a series of inclusion criteria were established, obtaining a total of thirteen manuscripts. The selected documents were evaluated by experts to determine the quality of the manuscripts. It is necessary to carry out a training process so that the experts register all equally. In addition, an intra-observer (p=0.94) and inter-observer (p=0.89) reliability analysis was performed. The results showed that the documents related to the object of study are scarce, and the prematurity of babies is one of the main causes of difficulty in the Teaching-Learning process, due to the lack of development in language, reading, and, writing, or even motor difficulties. For this reason, it is important to carry out early monitoring during the Early Childhood Education stage to reduce the difficulties in Primary EducationTrabajo parcialmente subvencionado por la Ayuda a los Grupos de Investigación (GR21149), de la Junta de Extremadura (Consejería de Empleo e Infraestructuras), con la aportación de la Unión Europea a través de Fondos Europeos de Desarrollo Regional (FEDER). El autor Mario C. Espada es beneficiario de una ayuda (Ref. de la Ayuda: UIDB/04748/2020), de la Foundation for Science and Technology (FCT-IP) y suportado por el Instituto Politécnico de Setúbal.peerReviewe
Maintenance cost assessment for heterogeneous multi-component systems incorporating perfect inspections and waiting time to maintenance
No full textPublicado en Proceedings of the Institution of Mechanical Engineers, Part O: Journal of Risk and Reliability. 2022;236(5):797-815. doi:10.1177/1748006X211038804Most existing research about complex systems maintenance assumes they consist of the same type of components. However, systems can be assembled with heterogeneous components (for example degrading and non-degrading components) that require different maintenance actions. Since industrial systems become more and more complex, more research about the maintenance of systems with heterogeneous components is needed. For this reason, in this paper, a system consisting of two groups of components: degrading and non-degrading components is analyzed. The main novelty of this paper is the evaluation of a maintenance policy at system-level coordinating condition-based maintenance for the degrading components, delay time to the maintenance and an inspection strategy for this heterogeneous system. To that end, an analytic cost model is built using the semi-regenerative processes theory. Furthermore, a safety constraint related to the reliability of the degrading components is imposed. To find the optimal maintenance strategy, meta-heuristic algorithms are used
Parenting Styles and Mental Wellbeing in University Students in Extremadura
No full textIntroducción. El objetivo de este estudio es identificar qué tipos de estilos de crianza se asocian con resultados óptimos en el bienestar psicológico de los estudiantes universitarios de Extremadura. Los participantes fueron 400 estudiantes extremeños, con edades comprendidas entre los 18 y 30 años, un 80% de mujeres y un 20% de varones. Los estilos de crianza se clasificaron en tres tipos según Darling y Steinberg: compromiso, autonomía psicológica y control conductual. Para las dimensiones del bienestar psicológico se utilizaron seis según Ryff: relaciones positivas, autoaceptación, crecimiento personal, propósito en la vida, dominio del entorno y autonomía.
Método. Se realizaron análisis de regresión y análisis discriminante para comprobar las asociaciones entre los estilos de crianza y bienestar psicológico de los estudiantes.
Resultados. Los resultados muestran relaciones significativas directas entre los estilos parentales y el bienestar psicológico.
Discusión y conclusiones. La dimensión compromiso de los estilos de crianza interactuó con un mayor nivel de bienestar psicológico en los jóvenes. Por otra parte, no se hallaron relaciones significativas entre el control conductual y el bienestar psicológico.peerReviewe
Preliminar. Narrativas gráficas de no ficción: el cómic
No full textPresentación de los siete trabajos de investigación que conforman el núcleo central del vol. 40 de la Revista Tejuelo. Didáctica de la Lengua y la Literatura. Educación, monográfico dedicado a las "Narrativas gráficas de no ficción: el cómic".Presentación de este "Monográfico" que se enmarca en el proyecto de I+D: “Educación lectora, literaria, lingüística e inclusión: una investigación a través de la literatura infantil y juvenil multimodal en torno a la diversidad y la sostenibilidad. Referencia: PID2022-139640NB-I00. Financiado: AEI/10.13039/501100011033/FEDER, UE